Reviews

Alan Clarke, Designing Computer‐Based Learning Materials, Aldershot: Gower, 2001. ISBN: 0–566–08320–5. Hardback, xviii+196 pages, £45.00

学生部７年間の活動

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Reviews

Anne Brockbank, Ian McGill and Nic Beech, Reflective Learning in Practice, Aldershot: Gower Publishing, ISBN: 0 566 08377 9. £49.50

Student Companion: Intellectual Property (June 2012)

This article discusses the patent and copyright infringement cases (respectively) : “Mayo Collaborative Services v Prometheus Laboratories Inc” [566 US __2012], and “Roadshow Films Pty Ltd v iiNet Ltd” [2012 HCA 16]

Too little destruction, too little creation: a Schumpeterian diagnosis of the barriers to sustained growth in Ukraine

This paper examines problems of entry, exit and competition in Ukrainian product markets. It finds that Ukraine still has too little of all three, and that exit mechanisms, in particular, function poorly. Since impediments to entry and exit are largely the product of excessive and ill administered regulation, the paper also provides a systematic assessment of product-market regulation in Ukraine, using indicators developed by the OECD Economics Department. Finally, the paper presents the main findings of two empirical studies concerned with the potentially large benefits of opening up markets, via both increased competition and further privatisation, for productivity growth in Ukraine. * * * * * Cet article examine les questions de concurrence, d’entrée et de sortie des entreprises sur le marché des biens. Il montre que toutes trois demeurent insuffisantes en Ukraine, et que les mécanismes de sortie du marché, en particulier, fonctionnent de manière très imparfaite. Compte tenu du fait que les barrières à l’entrée et à la sortie sont largement le produit d’une réglementation excessive et mal appliquée, l’article donne une évaluation systématique du niveau de réglementation du marché des biens en Ukraine, en utilisant les indicateurs développés par le Département des affaires économiques. Enfin, l’article expose les principaux résultats de deux études empiriques évaluant les effets bénéfiques sur la croissance de la productivité de l’ouverture des marchés, d’une part par un accroissement de la concurrence et d’autre part par la poursuite des privatisations

Developing an undergraduate software engineering degree

As those who have done it can attest, developing an undergraduate degree in software engineering is a daunting and challenging task, and there have been instances where a department has tried, but failed to get its program approved. A strong desire to develop a program in software engineering together with interested faculty may not be enough to build a credible degree, let alone a curriculum that will be approved by all the administrative and State organizations who may have a say in it .This panel brings together a group whose experience in developing software engineering degrees at their respective institutions may be helpful to those thinking about doing so. Each member of the group will describe his/her experiences in developing an undergraduate program in software engineering and address key issues and problems that should be considered in any such effort. There will also be ample opportunity for interaction among the participants

Academic attainment and special educational needs in extremely preterm children at 11 years of age : the EPICure Study

Aim: To assess academic attainment and special educational needs (SEN) in extremely preterm (EP) children in middle childhood. Methods: Of 307 EP (=25 weeks) survivors born in the UK and Ireland in 1995, 219 (71%) were re-assessed at 11 years, with a comparison group of 153 classmates born at term, using standardised tests of cognitive ability and academic attainment and teacher reports of school performance and special educational needs (SEN). Multiple imputation was used to correct for selective dropout. Results: EP children had significantly lower scores than classmates for cognitive ability (-20 points; 95%CI: -23,-17), reading (-18 points; -22,-15) and mathematics (-27 points; -31,-23). Twenty-nine (13%) EP children attended special school. In mainstream schools, 105 (57%) EP children had SEN (OR: 10; 6, 18) and 103 (55%) required SEN resource provision (OR: 10; 5, 18). Teachers rated 50% of EP children with attainment below the average range compared with 5% of classmates (OR: 18; CI: 8, 41). EP children who are entered for mainstream education an academic year early due to preterm birth had similar academic attainment but required more SEN support (OR: 2; 1.1,3.8). Conclusions: EP survivors remain at high risk for learning impairments and poor academic attainment in middle childhood. A significant proportion require full-time specialist education and over half of those attending mainstream schools require additional health or educational resources in order to access the national curriculum. The prevalence and impact of SEN is likely to increase as these children approach the transition to secondary school. -------------------------------------------------------------------------------